Application of Chiral Lanthanide-induced Shift Reagents to Optically Active Cations: the Use of Tris[3-(trifluoromethylhydroxymethylene)-( + )-camphorato]europium(III) to Determine the Enantiomeric Purity of Tris(phenanthroline)ruthenium(II) Dichloride

In non-polar solvents, chiral europium complexes provide attractive n. m. r. shift reagents to resolve spectra of optically active cations, and, in particular, for tris(phenanthroline)ruthenium dichloride,^1H n. m. r. shift differences of up to 0.7 p.p.m. between isomers easily permit the determination of absolute enantiomeric purity

Predicting Shutdown: Exploring Commonalities in Higher Education Institutional Failure at Faith-Based Institutions

The findings of this study suggest that while the FRR score provides a reasonable indication of financial fragility over a subsequent five-year period, the FRR score is little better than a coin flip in predicting whether a religiously affiliated higher education institution will be financially troubled enough to close within the subsequent five years. The study found that using a multi-factor model to predict closure results in higher predictive accuracy during the observed period

Forestry as an Element in Flood Control

FLOOD control has been a problem of critical nature in the Mississippi Valley since settlement first began. De Soto\u27s men saw the river in flood in 1543 when the areas east of the plains were covered with virgin forests. Great and small floods have inundated the bottomlands at frequent intervals since that time, and all were attended by losses to the country

Report of the 1961 National Science Foundation Summer Fluid Mechanics Institute for College Teachers: June 19 through August 11, 1961

CER61JRB48.Submitted to the National Science Foundation.August 1961

The Development, Durability, and Generalizability of Sharing in Preschool Children

The purpose of this study was to investigate three different programs designed to increase verbal and physical sharing and to determine the generalizability and durability of the behaviors that were trained. Eight groups of four preschool children, balanced for sex, were observed for 16 minutes daily during a free play period in their preschool classroom. After eight days of baseline, 24 children received one of three types of training for eight sessions. Eight children were taught to verbally share, eight to physically share, and eight to both verbally and physically share. All of these children received a treatment package composed of instructions, modeling, behavioral rehearsal, prompting, and praise. After the training phase, these children were returned to the baseline condition for eight days. The remaining eight children served as a no treatment control. Each day immediately following free play the children were observed for 12 minutes while working on a different task (art) in a different classroom, with a different experimenter, observers, and materials. Four weeks after training ended all the children were observed for an additional five days during both the free play and art activities. Children trained to verbally share showed an increase in verbal sharing which diminished when treatment was withdrawn and failed to generalize to another setting (art). There was, however, a concomitant increase in physical sharing during both activities that was maintained even during the follow-up. Similarly, children taught to share verbally and physically demonstrated the same effects of treatment as those receiving only training in verbal sharing. The magnitude of these effects, however, was slightly greater for those children who were taught both types of sharing. Training in only physical sharing produced larger increases in physical sharing in both settings than the other two approaches but these effects were lost when treatment was terminated. Verbal sharing among these children was unaffected by the treatment. Finally, for those children who did not receive any training, no systematic increases in either verbal or physical sharing were observed. Therefore, the high level of physical sharing during the follow-up for those children who were only taught to verbally share and for those who were instructed to verbally and physically share was not due to the change in the natural course of sharing over time but rather due to the treatments. Training children to verbally share, physically share, or both had no effect on the rate with which they refused to share. The present findings suggest that to facilitate sharing among preschool children, at a minimum they must be taught to share verbally. Training children to share only physically is not recommended because it was not durable and did not generalize. Training both verbal and physical sharing produced results with a magnitude slightly greater than teaching just verbal sharing but in the absence of a cost-benefit analysis, the additional training is questionable. Without special programming some of the effects generalized to another setting and were maintained about four weeks after the termination of the treatment. There was response generalization of verbal to physical sharing but not vice versa. Hypotheses concerning why generalization occurred without specific programming, future areas of research, and ethical considerations are discussed

Threshold Concepts, LEGO Serious Play® and whole systems thinking: towards a combined methodology

This paper sets out a methodology for enhancing student and curriculum engagement with Threshold Concepts (Meyer and Land 2003; 2006) and associated notions of liminality (Land, R., Rattray, J., Vivian, P., 2014) across a range of disciplinary fields. The methodology builds closely on application techniques developed in LEGO® SERIOUS PLAY®, the evolution of which is informed by systemic views of, for example, organizational and strategic leadership, and systems theories such as Complex Adaptive Systems (Oliver and Roos, 2000). In recent years, we, and others, have adapted this methodology for use in educational settings, particularly as a vehicle for metaphorical exploration of dimensions of learning associated with professional and personal development (James, 2013; Gauntlett, 2011). Illustrating such approaches through exploratory practice undertaken with students at the University of the Arts London, we describe how they can be used to explore further dimensions of student learning: the models built in LEGO® offer mediating artefacts (Vygotsky, 1930/1978; Engeström, 1999) for mapping the epistemological terrain of a discipline, for supporting student learning of threshold concepts, and in particular for creating representative constructions to help learners negotiate liminality. The paper continues with a conceptual analysis of these experiences; through evaluating the methodology and theoretical context described, the paper suggests an emerging rationale for locating the Threshold Concepts Framework within a systems view of disciplinarity, and for using LEGO®-based activities to engage learners and practitioners with this view in potentially generative ways